Journal articles: 'Reinforcement (Psychology) Dogs Operant conditioning'

1

Stevens, Michael J. "Modification of Pain through Covert Positive Reinforcement." Psychological Reports 56, no. 3 (June 1985): 711–17. http://dx.doi.org/10.2466/pr0.1985.56.3.711.

Full text

Abstract:

This study investigated the effectiveness of covert positive reinforcement in modifying response to cold-pressor pain and in increasing the use of prescribed adaptive imagery. 80 women were randomly assigned to covert positive reinforcement, backward conditioning, covert rehearsal, and expectancy conditions. Covert positive reinforcement did not yield either greater pain tolerance and use of adaptive imagery or less subjective discomfort than the other conditions. Modification of pain was not associated with the use of adaptive imagery but was correlated with the clarity of imagery. 64% of the subjects reported using self-generated coping strategies. The results of this study contribute to the body of evidence which does not support the operant conceptualization of covert positive reinforcement.

APA, Harvard, Vancouver, ISO, and other styles

2

Stahlman, W. David, Cheyenne RE Elliott, and Kenneth J. Leising. "Devaluation of a conditioned reinforcer requires its reexposure." Quarterly Journal of Experimental Psychology 74, no. 7 (February 18, 2021): 1305–11. http://dx.doi.org/10.1177/1747021821993386.

Full text

Abstract:

A change in motivational state does not guarantee a change in operant behaviour. Only after an organism has had contact with an outcome while in a relevant motivational state does behaviour change, a phenomenon called incentive learning. While ample evidence indicates that this is true for primary reinforcers, it has not been established for conditioned reinforcers. We performed an experiment with rats where lever-presses were reinforced by presentations of an audiovisual stimulus that had previously preceded food delivery; in the critical experimental groups, the audiovisual stimulus was then paired a single time with a strong electric shock. Some animals were reexposed to the audiovisual stimulus. Lever-presses yielding no outcomes were recorded in a subsequent test. Animals that had been reexposed to the audiovisual stimulus after the aversive training responded less than did those that had not received reexposure. Indeed, those animals that were not reexposed did not differ from a control group that received no aversive conditioning of the audiovisual stimulus. Moreover, these results were not mediated by a change in the food’s reinforcement value, but instead reflect a change in behaviour with respect to the conditioned reinforcer itself. These are the first data to indicate that the affective value of conditioned stimuli, like that of unconditioned ones, is established when the organism comes into contact with them.

APA, Harvard, Vancouver, ISO, and other styles

3

Shields, Carolyn, and Margaret Gredler. "A Problem-Solving Approach to Teaching Operant Conditioning." Teaching of Psychology 30, no. 2 (April 2003): 114–16. http://dx.doi.org/10.1207/s15328023top3002_06.

Full text

Abstract:

Psychology students frequently have misconceptions of basic concepts in operant conditioning. Prior classroom observations revealed that most students defined positive reinforcement as reward and equated negative reinforcement and punishment. Students also labeled positive reinforcement as rewarding good behavior and negative reinforcement as punishing bad behavior. We developed 14 problem-solving situations that involve positive reinforcement, negative reinforcement, and punishment. Students analyzed these situations in regular classroom sessions and as homework. In these exercises, students specified the discriminative stimuli, the responses, and the nature of the consequences. Correlated t tests on the pre- and posttest means indicated a significant increase in students' understanding of these concepts.

APA, Harvard, Vancouver, ISO, and other styles

4

Lukas, Kristen E., M. Jackson Marr, and Terry L. Maple. "Teaching Operant Conditioning at the Zoo." Teaching of Psychology 25, no. 2 (April 1998): 112–16. http://dx.doi.org/10.1207/s15328023top2502_7.

Full text

Abstract:

Psychology instructors often visit zoos with their classes to teach about observational data collection methods and animal behavior. Unfortunately, they do not generally introduce the positive reinforcement training techniques used in zoos as models of applied operant conditioning. In this article, we describe a partnership between Zoo Atlanta and the Georgia Institute of Technology in teaching the principles of operant conditioning to undergraduate students in an experimental psychology class. The experience provided a valuable educational opportunity to students who simultaneously assisted zoo keepers with the management of animals in their care. According to both informal and formal student evaluations, the laboratory was an effective way to convey the principles of operant conditioning in an applied setting.

APA, Harvard, Vancouver, ISO, and other styles

5

Dougher, Michael J., John R. Crossen, and R. J. Garland. "An Experimental Test of Cautela's Operant Explanation of Covert Conditioning Procedures." Behavioural and Cognitive Psychotherapy 14, no. 3 (July 1986): 226–48. http://dx.doi.org/10.1017/s0141347300014750.

Full text

Abstract:

Although covert conditioning procedures are widely employed by behavior therapists, the literature is marked by considerable procedural variability and inconsistent results. Part of the problem is attributable to the lack of a generally agreed upon and experimentally supported theoretical account of covert conditioning procedures. Inasmuch as the procedural arrangements of covert conditioning techniques depend upon the underlying theoretical framework, it is important that the framework be experimentally supported. One prominent theoretical account of covert conditioning is the operant account proposed by the main proponent of covert conditioning, Joseph Cautela. As an explanation of the clinical effects of covert conditioning, however, Cautela's account has not been adequately tested. Two experiments were conducted, the purpose of which were to conduct laboratory analogue tests of Cautela's account of covert conditioning by examining the effects of covert reinforcement and covert punishment procedures on the subsequent free-operant rate of selected target responses of college students. The results failed to support Cautela's operant explanation of covert conditioning.

APA, Harvard, Vancouver, ISO, and other styles

6

Machado, Armando. "OPERANT CONDITIONING OF BEHAVIORAL VARIABILITY USING A PERCENTILE REINFORCEMENT SCHEDULE." Journal of the Experimental Analysis of Behavior 52, no. 2 (September 1989): 155–66. http://dx.doi.org/10.1901/jeab.1989.52-155.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Gupta, Sunita, and A. P. Shukla. "Verbal operant conditioning as a function of extraversion and reinforcement." British Journal of Psychology 80, no. 1 (February 1989): 39–44. http://dx.doi.org/10.1111/j.2044-8295.1989.tb02302.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Hodge, Gordon K., and Nancy H. Nelson. "Demonstrating Differential Reinforcement by Shaping Classroom Participation." Teaching of Psychology 18, no. 4 (December 1991): 239–41. http://dx.doi.org/10.1207/s15328023top1804_13.

Full text

Abstract:

A classroom demonstration using differential reinforcement was devised to shape classroom participation of 14 students in an introductory psychology lab. Based on our observations and student comments, the technique was useful for illustrating how reinforcers shape behavior. The demonstration facilitated students' understanding of operant conditioning procedures and seemed to encourage a more equitable distribution of classroom participation for all students.

APA, Harvard, Vancouver, ISO, and other styles

9

Marken, Richard. "Selection of Consequences: Adaptive Behavior from Random Reinforcement." Psychological Reports 56, no. 2 (April 1985): 379–83. http://dx.doi.org/10.2466/pr0.1985.56.2.379.

Full text

Abstract:

The behavior of subjects in a human operant conditioning experiment was “shaped” using a random reinforcement contingency. Bar-press responses kept a moving cursor near a target although the consequence of each response was a random change in the direction of the cursor. The apparent effect of reinforcement on behavior is shown to be an illusion created by ignoring the consistency of behavioral results.

APA, Harvard, Vancouver, ISO, and other styles

10

Charlton, Tony. "Differential Effects of Counselling and Operant Conditioning Interventions upon Children's Locus of Reinforcement Control Beliefs." Psychological Reports 59, no. 1 (August 1986): 137–38. http://dx.doi.org/10.2466/pr0.1986.59.1.137.

Full text

Abstract:

The differential effects were examined of counselling and operant conditioning interventions upon locus of control beliefs of 173 pupils in Grade 6, as measured by the abbreviated Children's Nowicki-Strickland Locus of Control Scale both before and after an 11-wk. intervention. Whilst both interventions effected significant increases in pupils' internal locus of control beliefs, stronger effects followed counselling.

APA, Harvard, Vancouver, ISO, and other styles

11

Vaccaro, Frank J. "Successful Operant Conditioning Procedures with an Institutionalized Aggressive Geriatric Patient." International Journal of Aging and Human Development 26, no. 1 (January 1988): 71–79. http://dx.doi.org/10.2190/xw6e-vyje-6hym-naxg.

Full text

Abstract:

The present investigation utilized a modified differential reinforcement of other behaviors (DRO) schedule with an exclusionary time-out procedure to treat a sixty-nine year-old aggressive male. Dependent measures included confirmed incidents of physical and verbal aggressive behavior monitored across an ABAB design with a four month follow-up. During the experimental conditions, contingent tangible reinforcers were provided for non-aggressive behavior. Such rewards were progressively diminished over the course of treatment utilizing a systematic fading scheme. Results indicated a clear demonstration of behavioral control and clinically significant treatment effects during both experimental periods. Implications for future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

12

Fantino, Edmund, and Nureya Abarca. "Choice, optimal foraging, and the delay-reduction hypothesis." Behavioral and Brain Sciences 8, no. 2 (July 1985): 315–30. http://dx.doi.org/10.1017/s0140525x00020847.

Full text

Abstract:

AbstractBehaving organisms are continually choosing. Recently the theoretical and empirical study of decision making by behavioral ecologists and experimental psychologists have converged in the area of foraging, particularly food acquisition. This convergence has raised the interdisciplinary question of whether principles that have emerged from the study of decision making in the operant conditioning laboratory are consistent with decision making in naturally occurring foraging. One such principle, the “parameter-free delay-reduction hypothesis, ” developed in studies of choice in the operant conditioning laboratory, states that the effectiveness of a stimulus as a reinforcer may be predicted most accurately by calculating the decrease in time to food presentation correlated with the onset of the stimulus, relative to the length of time to food presentation measured from the onset of the preceding stimulus. Since foraging involves choice, the delay-reduction hypothesis may be extended to predict aspects of foraging. We discuss the strategy of assessing parameters of foraging with operant laboratory analogues to foraging. We then compare the predictions of the delay-reduction hypothesis with those of optimal foraging theory, developed by behavioral ecologists, showing that, with two exceptions, the two positions make comparable predictions. The delay-reduction hypothesis is also compared to several contemporary pscyhological accounts of choice. Results from several of our experiments with pigeons, designed as operant conditioning simulations of foraging, have shown the following: The more time subjects spend searching for or traveling between potential food sources, the less selective they become, that is, the more likely they are to accept the less preferred outcome; increasing time spent procuring (“handling”) food increases selectivity; how often the preferred outcome is available has a greater effect on choice then how often the less preferred outcome is available; subjects maximize reinforcement whether it is the rate, amount, or probability of reinforcement that is varied; there are no significant differences between subjects performing under different types of deprivation (open vs. closed economies). These results are all consistent with the delay-reduction hypothesis. Moreover, they suggest that the technology of the operant conditioning laboratory may have fruitful application in the study of foraging, and, in doing so, they underscore the importance of an interdisciplinary approach to behavior.

APA, Harvard, Vancouver, ISO, and other styles

13

Miller, Laurence, and Cindy Reas. "A Test of the Small-Trials Partial Reinforcement Extinction Effect in an Operant Conditioning Situation." Psychological Reports 59, no. 2 (October 1986): 803–8. http://dx.doi.org/10.2466/pr0.1986.59.2.803.

Full text

Abstract:

Following familiarization and magazine training, three groups of rats received either: (1) four food pellets for each of four lever-presses, (2) food for only the first and third lever-presses, or (3) food for only the second and fourth lever-presses. Responding was then extinguished. There were no significant differences between the groups in number of lever presses during extinction or time to extinguish and no significant correlations between these two measures and the number of pellets received during magazine training or the elapsed time to emit the four lever-presses. These data contradict the small-trials partial reinforcement extinction effect commonly reported with the straight alley. However, these data are consistent with those recently reported by Nevin (1985) and with his concept of behavioral momentum, which may apply to the operant chamber but not to the runway.

APA, Harvard, Vancouver, ISO, and other styles

14

Pérez, Omar D., Michael RF Aitken, Peter Zhukovsky, Fabián A. Soto, Gonzalo P. Urcelay, and Anthony Dickinson. "Human instrumental performance in ratio and interval contingencies: A challenge for associative theory." Quarterly Journal of Experimental Psychology 72, no. 2 (January 1, 2018): 311–21. http://dx.doi.org/10.1080/17470218.2016.1265996.

Full text

Abstract:

Associative learning theories regard the probability of reinforcement as the critical factor determining responding. However, the role of this factor in instrumental conditioning is not completely clear. In fact, free-operant experiments show that participants respond at a higher rate on variable ratio than on variable interval schedules even though the reinforcement probability is matched between the schedules. This difference has been attributed to the differential reinforcement of long inter-response times (IRTs) by interval schedules, which acts to slow responding. In the present study, we used a novel experimental design to investigate human responding under random ratio (RR) and regulated probability interval (RPI) schedules, a type of interval schedule that sets a reinforcement probability independently of the IRT duration. Participants responded on each type of schedule before a final choice test in which they distributed responding between two schedules similar to those experienced during training. Although response rates did not differ during training, the participants responded at a lower rate on the RPI schedule than on the matched RR schedule during the choice test. This preference cannot be attributed to a higher probability of reinforcement for long IRTs and questions the idea that similar associative processes underlie classical and instrumental conditioning.

APA, Harvard, Vancouver, ISO, and other styles

15

Dack, C., P. Reed, and L. McHugh. "Multiple determinants of transfer of evaluative function after conditioning with free-operant schedules of reinforcement." Learning & Behavior 38, no. 4 (November 1, 2010): 348–66. http://dx.doi.org/10.3758/lb.38.4.348.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Pręgowski, Michał Piotr. "Your Dog is Your Teacher: Contemporary Dog Training Beyond Radical Behaviorism." Society & Animals 23, no. 6 (November 16, 2015): 525–43. http://dx.doi.org/10.1163/15685306-12341383.

Full text

Abstract:

Contemporary dog training and the ongoing changes within this field, particularly ones related to perceptions of dogs and their roles, are interesting topics for academic inquiry. Present practices generally rely upon either the pack-and-dominance concept—leading to top-down, discipline-heavy treatment—or behaviorism and operant conditioning, where great emphasis is placed on positive reinforcement. The “positive” approach underlies state-of-the-art training programs of the second decade of the 21st century. Authors of such programs go beyond the limitations of behaviorism, embracing up-to-date information about the emotional and cognitive abilities of dogs—something that trainers strongly attached to behaviorism are prone to overlook. Such a new approach to dog training does not oppose critical anthropomorphism, and it challenges prior understanding of the dog-human relationship. The relationship in question ceases to be unilateral and becomes a bond of mutual benefit, where a force-free, reward-based method of training is in unison with advertising the self-development potential for humans.

APA, Harvard, Vancouver, ISO, and other styles

17

Vitulli, William F., J. Ken Lambert, Stella W. Brown, and Joseph M. Quinn. "Behavioral Effects of Microwave Reinforcement Schedules and Variations in Microwave Intensity on Albino Rats." Perceptual and Motor Skills 65, no. 3 (December 1987): 787–95. http://dx.doi.org/10.2466/pms.1987.65.3.787.

Full text

Abstract:

The objective of this exploratory investigation was to determine the interactive effects of fixed-ratio scheduling of microwave reinforcement in tandem with changes in microwave intensity. Nine albino rats were conditioned to regulate their thermal environment with microwave radiation while living in a Skinner (operant conditioning) Box in which the ambient temperature was about 27.13°F at the beginning of the session. Each rat obtained a 6-sec. exposure of microwave radiation on a fixed-ratio schedule of MW reinforcement, the values of which varied from FR-1 to FR-30. Intensities of MW radiation were 62.5 W, 125 W, 250 W, and 437.5 W. Sessions lasted for 8 to 9 hr. over an approximate 13-mo. period. The effects of the intensity of microwave reinforcement varied as a function of the ratio value of the schedule used. Continuous reinforcement (FR-1) produced the lowest over-all rates, whereas FR-15, and FR-25 produced the highest over-all rates. Relatively higher thermal-behavior rates occurred under 62.5 W than under any of the other MW intensities for FR-1, FR-15, and FR-25, whereas FR-10 and FR-30 ratios produced intermediate rates of thermal responding which were constant for all values of MW intensity. These data are explained in terms of interactive effects between the “local” satiation or deprivation properties of the MW intensity and the ratio requirements of the schedule of MW reinforcement.

APA, Harvard, Vancouver, ISO, and other styles

18

Lujic, Claudia, Martin Reuter, and Petra Netter. "Psychobiological Theories of Smoking and Smoking Motivation." European Psychologist 10, no. 1 (January 2005): 1–24. http://dx.doi.org/10.1027/1016-9040.10.1.1.

Full text

Abstract:

Abstract. Theories of smoking have been developed about the conditions and causes of smoking as well as for explaining its maintenance. Moreover, factors of smoking motivation have been identified, which describe incentives to smoke and types of smoking behavior. The most frequently reported motives are psychosocial smoking, sensorimotor smoking, indulgent smoking, stimulation smoking, sedation smoking, dependent smoking, and automatic smoking. In the first phase after the start of smoking, psychosocial smoking is the dominating motive, which is best represented by theories of social psychology. Sensorimotor smoking may be best explained by theories of classical and operant conditioning. Indulgent smoking (= smoking for pleasure) may be explained by neurochemical theories and by the neurobiological theories of dependence emphasizing nicotine-induced activation of mesolimbic dopaminergic reinforcement. Stimulation smoking and sedation smoking are related to arousal models. Moreover, sedation smoking is also explained by aspects of reducing negative affect (as claimed by theories of affect regulation) and by biochemical theories emphasizing serotonergic mechanisms in modulating anxiety as well as by theories of dependence. Dependent smoking, which is mostly based on negative reinforcement (suppression of withdrawal symptoms) may be explained by neurochemical theories as well as by neurobiological theories of psychological and physical dependence explaining blunted dopaminergic and serotonergic responsivity as due to desensitization of respective receptors. Also automatic smoking may be explained by processes of habit learning and neurobiological theories of dependence. Finally, personality theories have been applied to all of these smoking motives.

APA, Harvard, Vancouver, ISO, and other styles

19

Kieson, Emily, Harshal Maske, Charles I. Abramson, Girish Chowdhary, and Christopher Crick. "Robots Can Train Humans Using Principles of Operant Conditioning Through Visual Reinforcement Tools." International Journal of Comparative Psychology 31 (2018). http://dx.doi.org/10.46867/ijcp.2018.31.04.01.

Full text

Abstract:

Researchers have established new techniques to study human-robot interactions based on current knowledge in interspecies communication and comparative psychology. Studies on animal acceptance of robot conspecifics in complex social environments has led to the development of robots that adapt to animal and human behaviors. Using a robot with adaptable algorithms developed by the authors, the researchers hypothesized that, by using familiar visual rewards as positive reinforcement, robots could use operant conditioning principles to teach humans a basic task. The robot in this study independently determines optimal control of construction equipment by capturing the motions from an expert operator. The robot then attempts to teach those same skills to novice operators using familiar, yet simple, visual reinforcement tools. In this study, participants were asked to manipulate a model excavator using feedback from the guidance system on a nearby computer screen. Participants were randomly assigned to one of three groups: simple visual reinforcement, complex guidance, and no visual feedback (blank screen). To measure learning, participants returned a day later to repeat the task without the guidance. The group using simple feedback resulted in cycle times that were closer to the expert times than both the complex or control groups and were significantly different end times (p < .05) than either group. This result supports our hypothesis that, similar to what’s been found in vertebrates and invertebrates, robots can shape behaviors of humans using visual positive reinforcement.

APA, Harvard, Vancouver, ISO, and other styles

20

Cayoun, Bruno A., and Alice G. Shires. "Co-emergence Reinforcement and Its Relevance to Interoceptive Desensitization in Mindfulness and Therapies Aiming at Transdiagnostic Efficacy." Frontiers in Psychology 11 (December 22, 2020). http://dx.doi.org/10.3389/fpsyg.2020.545945.

Full text

Abstract:

Interoception, the ability to feel the body’s internal sensations, is an essential aspect of emotional experience. There is mounting evidence that interoception is impaired in common mental health disorders and that poor interoceptive awareness is a major contributor to emotional reactivity, calling for clinical interventions to address this deficit. The manuscript presents a comprehensive theoretical review, drawing on multidisciplinary findings to propose a metatheory of reinforcement mechanisms applicable across a wide range of disorders. We present a reconsideration of operant conditioning through the co-emergence model of reinforcement, which is a neurophenomenological account of the interaction between cognition and interoception, and its consequences on behavior. The model suggests that during memory processing, the retrieval of autobiographical memory (including maladaptive cognition) is dependent upon its co-emerging interoceptive cues occurring at the encoding, consolidation and reconsolidation stages. Accordingly, “interoceptive reinforcement” during emotional distress is a common factor to all emotional disorders and a major cause for relapse. We propose that interoceptive desensitization has transdiagnostic benefits, readily achievable through the cultivation of equanimity during mindfulness training and can be integrated in cognitive and behavioral interventions to permit a transdiagnostic applicability. We summarize the contributions of this approach into 10 specific and testable propositions.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Reinforcement (Psychology) Dogs Operant conditioning'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles